Video-based learning opportunities are increasingly being used to promote professional awareness in teacher education. In the current study, a quantitative content analysis was conducted to ascertain whether professional awareness of classroom management can be promoted through a video-based intervention in a teaching practicum. During a four-week teaching practicum, the intervention group (IG, n = 26) analyzed two separate video sequences and received video-based peer and expert feedback, while the control group (CG, n = 26) participated in a conventional practicum setting with face-to-face feedback. Both groups completed a pre-post-test and answered open-ended questions about a video sequence. The answers were analyzed using content analysis and differences between the groups were examined with non-parametric methods. The results show that the IG improved in almost all areas of knowledge-based reasoning and in one area of noticing, whereas the CG improved only in the area of knowledge classification.